Design of Learning Environments
Artifact One: Golden Texting Tips for the Golden Years (Basic iPhone Texting for Beginners)
Description: This design plan for free, asynchronous, self-paced instruction was the capstone project for Instructional Systems Design. I collaborated with my partner to help senior citizens learn the basics of texting on an iPhone. Since the target learners would not necessarily have an iPhone for the training, we decided to use self-paced, asynchronous, online modules using an iPhone simulation made up of screencasts and screenshots of an actual iPhone
Rationale for Inclusion: This project posed unique challenges for assessing the learners while instilling knowledge about safety practices with texting. Therefore, aligning the performance and learning contexts required innovative thinking. The artifact demonstrates my ability to meet learner's needs with accessible training. It aligns well with AECT Standard 3 because it evidences my ability to adapt learning design to learning environments that fit the instructional needs.
Collaboration Acknowledgement: This design plan was created in collaboration with Karianne MacPheron.
Artifact Two: Guest Service (The Oakley Resorts' Way)
Description: I collaborated with other students in Online Learning Environments to design asynchronous training in guest service (customer service) for a fictitious hotel chain. The instruction involves learner-learner interaction and is housed in the employer's LMS.
Rationale for Inclusion: We designed this instruction with learner-learner interaction for deeper thinking. The hotel chain relied on their front desk personnel to quickly resolve any problems to their guest's satisfaction. The hotel brand is "Outstanding Guest Service." Boettcher and Conrad (2016) emphasized the need for different instructional methods for different learning outcomes.
Since the group’s fictitious corporation relies on front desk agents to think on their feet to handle guest issues, more time interacting with the materials and reflecting on guest service scenarios leads to increased skill in the work setting. The learning activities were more complex to attain learning outcomes higher on Bloom's taxonomy. It aligns well with AECT Standard 3 because it evidences my ability to adapt learning design to the affordances of the learning environment.
Collaboration Acknowledgement: This design plan was created in collaboration with Damone Garner, Cindel Wyrick, and Amber Sewell. Note: I have updated the graphics for the project, but the substance remains the same.